Effects of Narrow Reading on the Reading Comprehension, Vocabulary Acquisition, and Perceptions of L2 Students in an ESP Classroom
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Abstract
This mixed-methods study examined how narrow reading affects L2 undergraduate students of forestry and agriculture in terms of their reading comprehension, vocabulary growth, and perceptions of their language knowledge and skills. To collect the data, three instruments were employed, namely pre- and post-tests, online questionnaires, and journal reflections of 37 undergraduate students. The test scores were analyzed using mean, standard deviation, and paired samples t-test, while the qualitative data were analyzed through content analysis. The findings showed enhancement in reading comprehension and increased lexical knowledge. All the participants perceived narrow reading as a beneficial activity for their studies and future careers, and they found the texts interesting and meaningful. They were also aware of their improvement in language skills and vocabulary knowledge. Qualitative data from journal reflections also indicated that students gained more discipline-related contextual knowledge and improved their analytical and learning skills. The results provide various suggestions for language teachers and students, especially in ESP classes.
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